Table of Contents

• Designing for youth interpreter professional development: a sociotechnologically-framed participatory design approachPriscilla F. Jimenez Pazmino, Brian Slattery, Leilah Lyons, Benjamin Hunt. 1-10 [doi]
• HandiMate: exploring a modular robotics kit for animating crafted toysSang Ho Yoon, Ansh Verma, Kylie Peppler, Karthik Ramani. 11-20 [doi]
• Marker-based augmented reality: instructional-design to improve children interactions with astronomical conceptsStéphanie Fleck, Martin Hachet, J. M. Christian Bastien. 21-28 [doi]
• Fishing with friends: using tabletop games to raise environmental awareness in aquariumsSarah D'Angelo, D. Harmon Pollock, Michael Horn. 29-38 [doi]
• Maximizing children's opportunities with inclusive play: considerations for interactive technology designKiley Sobel, Katie O'Leary, Julie A. Kientz. 39-48 [doi]
• Designing visible engineering: supporting tinkering performances in museumsLeilah Lyons, Michael Tissenbaum, Matthew Berland, Rebecca Eydt, Lauren Wielgus, Adam Mechtley. 49-58 [doi]
• BrainQuest: an active smart phone game to enhance executive functionStuart Gray, Judy Robertson, Gnanathusharan Rajendran. 59-68 [doi]
• Designing motion-based activities to engage students with autism in classroom settingsArpita Bhattacharya, Mirko Gelsomini, Patricia Pérez-Fuster, Gregory D. Abowd, Agata Rozga. 69-78 [doi]
• Designing technology for and with developmentally diverse children: a systematic literature reviewPeter Börjesson, Wolmet Barendregt, Eva Eriksson, Olof Torgersson. 79-88 [doi]
• The medium matters: the impact of full-body interaction on the socio-affective aspects of collaborationLaura Malinverni, Narcís Parés Burguès. 89-98 [doi]
• A case for intergenerational distributed co-design: the online kidsteam exampleGreg Walsh, Elizabeth Foss. 99-108 [doi]
• Touchscreen prompts for preschoolers: designing developmentally appropriate techniques for teaching young children to perform gesturesAlexis Hiniker, Kiley Sobel, Sungsoo Ray Hong, Hyewon Suh, India Irish, Daniella Kim, Julie A. Kientz. 109-118 [doi]
• Using neurofeedback to teach self-regulation to children living in povertyAlissa Nicole Antle, Leslie Chesick, Aaron Levisohn, Srilekha Kirshnamachari Sridharan, Perry Tan. 119-128 [doi]
• Hi-Lo tech games: crafting, coding and collaboration of augmented board games by high school youthYasmin B. Kafai, Veena Vasudevan. 130-139 [doi]
• Understanding the lived experience of adolescents with type 1 diabetes: opportunities for designMary Webster, Emma Foster, Rob Comber, Simon J. Bowen, Tim Cheetham, Madeline Balaam. 140-149 [doi]
• Framing open-ended and constructive play with emerging interactive materialsMarianne Graves Petersen, Majken Kirkegaard Rasmussen, Kasper Buhl Jakobsen. 150-159 [doi]
• Small group learning with games in museums: effects of interactivity as mediated by cultural differencesPanagiotis Apostolellis, Doug A. Bowman. 160-169 [doi]
• Sensitivity to parental play beliefs and mediation in young children's hybrid play activitiesLizzy Bleumers, Karen Mouws, Jonathan Huyghe, Maarten Van Mechelen, Ilse Mariën, Bieke Zaman. 170-177 [doi]
• Narrative support for young game designers' writingKate Howland, Judith Good, Benedict du Boulay. 178-187 [doi]
• Reverse scaffolding: a constructivist design architecture for mathematics learning with educational technologyKiera Chase, Dor Abrahamson. 189-198 [doi]
• To block or not to block, that is the question: students' perceptions of blocks-based programmingDavid Weintrop, Uri Wilensky. 199-208 [doi]
• Opportunistic uses of the traditional school day through student examination of Fitbit activity tracker dataVictor R. Lee, Joel R. Drake, Ryan Cain, Jeffrey Thayne. 209-218 [doi]
• Challenging group dynamics in participatory design with children: lessons from social interdependence theoryMaarten Van Mechelen, Bieke Zaman, Ann Laenen, Vero Vanden Abeele. 219-228 [doi]
• "I have a tutorial for this": the language of online peer support in the scratch programming communityDeborah A. Fields, Katarina Pantic, Yasmin B. Kafai. 229-238 [doi]
• Using haptic inputs to enrich story listening for young childrenSiyan Zhao, Jill Fain Lehman, Ali Israr, Roberta L. Klatzky. 239-242 [doi]
• Design and evaluation of socially assistive robotics providing assistance for children through machine learning of languagesSanghoo Park, Geeyoung Noh, Jun Dong Cho. 243-246 [doi]
• Interactive eye tracking for gaze strategy modificationQuan Wang, Feridun M. Celebi, Lilli Flink, Gabriella Greco, Carla A. Wall, Emily Prince, Sharlene Lansiquot, Katarzyna Chawarska, Elizabeth S. Kim, Laura Boccanfuso, Lauren DiNicola, Frédérick Shic. 247-250 [doi]
• Anxiety storm: creating a playful prevention program against performance anxiety in primary schoolRalf Schmidt, Stephanie Scheja, Thanh Thu Lam, Maic Masuch. 251-254 [doi]
• Sketching through the body: child-generated gestures in full-body interaction designMarie-Monique Schaper, Laura Malinverni, Narcís Parés. 255-258 [doi]
• Investigating technology for children with selective mutismIshwarya Manivannan, Jerry Alan Fails. 259-262 [doi]
• "Let's dive into it!": Learning electricity with multiple representationsElham Beheshti, Mmachi Obiorah, Michael S. Horn. 263-266 [doi]
• Interactive design by children: a construct map for programmingAlexandria K. Hansen, Hilary A. Dwyer, Charlotte Hill, Ashley Iveland, Timothy Martinez, Danielle Harlow, Diana Franklin. 267-270 [doi]
• Code and tell: assessing young children's learning of computational thinking using peer video interviews with ScratchJrDylan J. Portelance, Marina Umaschi Bers. 271-274 [doi]
• Game based learning tool seeking peer support for empowering adolescent girls in rural AssamMinal Jain, Pradeep Yammiyavar. 275-278 [doi]
• Design for self-reporting psychological health in children with intellectual disabilitiesPetra Boström, Eva Eriksson. 279-282 [doi]
• LEGO music: learning composition with bricksUwe Oestermeier, Philipp Mock, Jörg Edelmann, Peter Gerjets. 283-286 [doi]
• Supporting creativity in designing story authoring toolsElisa Rubegni, Monica Landoni. 287-290 [doi]
• Physics-based gaming: exploring touch vs. mid-air gesture inputChristiane Moser, Manfred Tscheligi. 291-294 [doi]
• Augmenting children's tablet-based reading experiences with variable friction haptic feedbackDrew P. Cingel, Courtney K. Blackwell, Sabrina Connell, Anne Marie Piper. 295-298 [doi]
• Initial validation of an assistive technology to enhance executive functioning among children with ADHDOren Zuckerman, Ayelet Gal-Oz, Neta Tamir, Daphne Kopelman-Rubin. 299-302 [doi]
• Using children's drawings to improve a programming appRobert Sheehan, David Haden, Sara Metz. 303-306 [doi]
• Learning complex systems with story-building in scratchAmanda M. Bell. 307-310 [doi]
• The influence of constructing robot's behavior on the development of theory of mind (ToM) and theory of artificial mind (ToAM) in young childrenKaren Spektor-Precel, David Mioduser. 311-314 [doi]
• Kiteracy: a kit of tangible objects to strengthen literacy skills in children with down syndromeJanio Jadán-Guerrero, Javier Jaen, María A. Carpio, Luis A. Guerrero. 315-318 [doi]
• A tangible programming system conveying event handling conceptDanli Wang, Yunfeng Qi, Lan Zhang. 319-322 [doi]
• The role of materiality in tangibles for young children's digital art drawingsJanelle Arita, Jinsil Hwaryoung Seo, Sharon Chu, Francis K. H. Quek. 323-326 [doi]
• Creative design process in making electronic textilesVerily Tan, Kylie Peppler. 327-330 [doi]
• Colouring the path from instruction to practice: perspectives on software for struggling readersEmily S. Cramer, Alissa Nicole Antle, Min Fan. 331-334 [doi]
• "Siri, is this you?": Understanding young children's interactions with voice input systemsSilvia Lovato, Anne Marie Piper. 335-338 [doi]
• Make, wear, play: remix designs of wearable controllers for scratch games by middle school youthVeena Vasudevan, Yasmin B. Kafai, Lei Yang. 339-342 [doi]
• Designing games for learning and assessment: the radix endeavorJody Clarke-Midura, Louisa Rosenheck, Jennifer Groff. 343-346 [doi]
• Resources, facilitation, and partnerships: three design considerations for youth makerspacesBreanne K. Litts. 347-350 [doi]
• Blending robots and full-body interaction with large screens for children with intellectual disabilityAndrea Bonarini, Francesco Clasadonte, Franca Garzotto, Mirko Gelsomini. 351-354 [doi]
• Designing a relational social robot toolkit for preschool children to explore computational conceptsMichal Gordon, Eileen Rivera, Edith Ackermann, Cynthia Breazeal. 355-358 [doi]
• Designing a virtual assistant for in-car child entertainmentMichal Gordon, Cynthia Breazeal. 359-362 [doi]
• A value sensitive design approach to parental software for young childrenMarije Nouwen, Maarten Van Mechelen, Bieke Zaman. 363-366 [doi]
• Mattie: a simple educational platform for children to realize their first robot prototypeMatthias Hirschmanner, Lara Lammer, Markus Vincze. 367-370 [doi]
• Paper mechatronics: a design case study for a young mediumHyunjoo Oh, Michael Eisenberg, Mark D. Gross, Sherry Hsi. 371-374 [doi]
• Learning practices of making: developing a framework for designPeter Samuelson Wardrip, Lisa Brahms. 375-378 [doi]
• Exploring children's designs for maker technologiesDaniel Fitton, Janet C. Read, John Dempsey. 379-382 [doi]
• Lifelong learning lab: collaborative design of hands-on science for chinese schoolsFrancois Grey, Jiawei Li, Qingyuan Shi, Ellie Doney, Weng Hoe Chen, Jeffrey Shen. 383-386 [doi]
• Designing a socially assistive robot for pediatric careSooyeon Jeong, Kristopher Dos Santos, Suzanne Graca, Brianna O'Connell, Laurel Anderson, Nicole Stenquist, Katie Fitzpatrick, Honey Goodenough, Deirdre E. Logan, Peter Weinstock, Cynthia Breazeal. 387-390 [doi]
• Sketching intentions: comparing different metaphors for programming robotsRichard Davis, Engin Bumbacher, Oceane Bel, Arnan Sipitakiat, Paulo Blikstein. 391-394 [doi]
• Using augmented reality to support observations about trees during summer campHeather Toomey Zimmerman, Susan M. Land, Michael R. Mohney, Gi Woong Choi, Chrystal Maggiore, Soo Hyeon Kim, Yong Ju Jung, Jaclyn Dudek. 395-398 [doi]
• Making physical and digital games with e-textiles: a workshop for youth making responsive wearable games and controllersGabriela T. Richard, Yasmin B. Kafai. 399-402 [doi]
• uChoose by InteractAble: learning social skills via game playMelissa Morgenlander, Allison D'Eugenio, Deidre Witan. 403-405 [doi]
• TADCAD: a tangible and gestural 3D modeling & printing platform for building creativityPaula Te. 406-409 [doi]
• Strawbies: explorations in tangible programmingFelix Hu, Ariel Zekelman, Michael Horn, Frances Judd. 410-413 [doi]
• ScratchJr demo: a coding language for kindergartenAmanda Strawhacker, Melissa Lee, Claire Caine, Marina Umaschi Bers. 414-417 [doi]
• KIBO robot demo: engaging young children in programming and engineeringAmanda Sullivan, Mollie Elkin, Marina Umaschi Bers. 418-421 [doi]
• Spin: a photography turntable system for creating animated documentationTiffany Tseng. 422-425 [doi]
• Seen music: ambient music data visualization for children with hearing impairmentsJeeeun Kim, Swamy Ananthanarayan, Tom Yeh. 426-429 [doi]
• Cyberchase shape quest: pushing geometry education boundaries with augmented realityIulian Radu, Ellen Doherty, Kristin DiQuollo, Betsy McCarthy, Michelle Tiu. 430-433 [doi]
• Odyssey: an interactive simulation to learn concepts of the solar systemAbhishek Chakraborty. 434-437 [doi]
• Crafting technology with circuit stickersJie Qi, Andrew Huang, Joseph A. Paradiso. 438-441 [doi]
• Using computational manipulatives to support story construction by early and emergent readersK. K. Lamberty, Isaac Smolund. 442-444 [doi]
• Pencil code: block code for a text worldDavid Bau, D. Anthony Bau, Matthew Dawson, C. Sydney Pickens. 445-448 [doi]
• MakerShoe: towards a wearable e-textile construction kit to support creativity, playful making, and self-expressionMajeed Kazemitabaar, Leyla Norooz, Mona Leigh Guha, Jon E. Froehlich. 449-452 [doi]
• LevelSpaceGUI: scaffolding novice modelers' inter-model explorationsArthur Hjorth, Bryan Head, Corey E. Brady, Uri Wilensky. 453-457 [doi]
• Gracie & Friends™ demo: app-infused curriculum and teacher support for preschoolJillian Orr, Louise P. Flannery, Ashley Lewis Presser, Philip Vahey, Sonja Latimore. 458-461 [doi]
• Innovations in interaction design & learningJune Ahn, Tamara L. Clegg, Jason C. Yip, Elizabeth M. Bonsignore, Jochen Rick. 462-465 [doi]
• Digital assessment and promotion of children's curiosityGoren Gordon, Jamie J. Jirout, Susan Engel, Alicia Chang. 466-469 [doi]
• Every child a coder?: research challenges for a 5-18 programming curriculumKate Howland, Judith Good, Judy Robertson, Andrew Manches. 470-473 [doi]
• Balancing the needs of children and adults in the design of technology for childrenLettie Malan, Catalina Naranjo-Bock, Tejinder K. Judge. 474-477 [doi]